Young People's World-Mindedness and the Global Dimension in Their Geography Education: A Comparative Study of Upper Secondary School Students' Ideas in Finland, Germany and the Netherlands

Autor/inn/en	Béneker, Tine; Tani, Sirpa; Uphues, Rainer; van der Vaart, Rob
Titel	Young People's World-Mindedness and the Global Dimension in Their Geography Education: A Comparative Study of Upper Secondary School Students' Ideas in Finland, Germany and the Netherlands
Quelle	In: International Research in Geographical and Environmental Education, 22 (2013) 4, S.322-336 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2013.826544
Schlagwörter	Geography; Foreign Countries; Teaching Methods; Cultural Awareness; Geography Instruction; Cross Cultural Studies; Student Attitudes; Secondary School Students; Global Approach; Comparative Analysis; Questionnaires; Finland; Germany; Netherlands + Suchen Sie Ihr Suchwort? Geografie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Geography education; Geography lessons; Geografieunterricht; Cultural comparison; Kulturvergleich; Schülerverhalten; Sekundarschüler; Globales Denken; Fragebogen; Finnland; Deutschland; Niederlande
Abstract	Geography is one of the most important school subjects for the development of global awareness and international understanding. Curricular concepts and pedagogical strategies for developing global awareness through geography abound. What is largely unknown, however, is how young people make sense of the world in which they are growing up and if this has any relationship with their geography education. In this cross-national research project, we compare students' worldviews and ideas about the global dimension in their geography education in Finland, Germany and the Netherlands. To analyze the students' worldviews, we use a world-mindedness scale as a methodological tool. Despite differences in national contexts, the students from each of the three countries show very similar outcomes. Specifically, the students are open to the world and possess a sense of curiosity, seeking cultural experiences and the opportunity to meet other people and see other places. At the same time, they prioritize their own and national interests over wider global interests, such as sharing welfare and giving up specific rights. These answers do not show much regard for responsibility or solidarity with the world. In regards to their opinions about their own geography education, the students recognize the attention for global issues and themes but have problems identifying the teaching and learning approaches associated with global education. We wonder if their dual position toward the world should be a perspective that is incorporated into geography education when developing global awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10